The how and the why of it: what are the essential elements in a quality Indigenous teacher education program in Australia

This paper reports on doctoral research undertaken into quality in Indigenous teacher education in Australia, based on the learning journeys of three graduate teachers from Batchelor Institute of Indigenous Tertiary Education in the Northern Territory of Australia. Whilst the published literature often details the challenges and barriers, opportunities and intentions, the graduates speak of self-determination, learning and identity. Their stories provide the deeper story of Indigenous teacher education to which this research is responding—that there is a story of quality and success. We just need to be able to hear it.
The teacher education programs in which the graduates studied have been closely examined in terms of curriculum, as well as enrolments and progressions. The descriptive analysis of this information has told one story about teacher education at Batchelor Institute. This story is one of a strong curriculum, a changing cohort, and significant attrition rates.
The story told by the three graduates gives detailed reflections on their learning journeys. Their story is a reflection on a positive learning experience that strengthened their identities as Aboriginal and Torres Strait Islander people and gave them a rich professional qualification. Their story was told through video, and a collaborative approach to research using video was developed through their work.
To be able to understand these stories of teacher education at Batchelor Institute, the literature was critically reviewed with regard to equity and quality in Indigenous teacher education. This review was undertaken through the use of critical hermeneutics.
As the teaching profession and education providers strive to respond to the ever changing nature of the information society as well as to ensure equity in access and participation for Aboriginal and Torres Strait Islander students, this research provides a useful example of one institution’s contribution to quality